...a man named Christopher Columbus by accident when he was looking for pearls, gold, and spices. How was it even discovered? Christopher columbus claimed to discover america, but was it really his discovery? It was actually discovered by thinking the world was flat. The search began in Europe, on the year 1492. Christopher columbus was an italian navigator and discoverer of islands, born in the republic of Genoa before October 31, 1451, and died May 20, 1506. He had two children named Diego and Fernando. His spouse was Filipa Moniz Perestrelo, who was a Portuguese noblewoman. He married her in 1479. He was in office from 1492-1499. He sailed across the atlantic from spain trying to find a brand new route to India....
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...who chose to dig deeper into this age old poem, they’d begin to question and discover who Columbus really was, and if there was more than him then being the beloved man who discovered America. Since first grade I’d been taught to admire and look up to the man and his legacy, but should we really be putting his name on a plaque? After discovering the man who Columbus really was, I think not. Due to Columbus, the Indian population dropped shockingly low, African slavery was started, and many fights and killings occurred. We should characterize Christopher Columbus and his legacy negatively, as his voyages led to hardships that hurt the world drastically. As a result of...
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...Christopher Columbus: The Original American Hero? Was Columbus a hero or a villain? Maybe it’s neither. Columbus was brave and daring, and did things that were important to world history. But he wasn’t heroic in the sense of displaying great moral qualities. Courage, while generally a good character trait, isn’t necessarily heroic or even highly honorable and praiseworthy unless it’s deployed in certain kinds of actions or causes. But he also wasn’t especially villainous in the sense of displaying particular evil qualities. His arrival in the Americas caused a great deal of death to American Indians, chiefly from disease. And it caused the subjugation and literal or virtual enslavement of the Indians. But this didn’t stem from Columbus’s being an unusually evil person. It stemmed from the brutality of the time, coupled with the contact between one culture that was much more powerful than another (and that carried many communicable diseases to which members of the other culture lacked resistance). I’m inclined to say that we shouldn’t celebrate Columbus Day, precisely because such national celebrations should be focused on honoring people who did things that were both especially important and especially honorable (such as veterans, President Washington, or Martin Luther King, Jr.) and not just on people who did things that were especially important. This might conceivably include not-necessarily-good people who did things that were unambiguously good. But European expansion...
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...that Zinn chose these passages and placed them according to how they fit in the readings. I also believe he chose these passages because it shows how the communication was between the Indians and Columbus and his crew. The passages go on to talk about traditions of how when someone is soon to die their legacy or power is passed down to his brothers, then to his sisters, then to his children that Columbus learned as they began to build the Virginia colony. The passages tell us of the treatment and lifestyle of the people whether it was the Indians or even the Spanish. Yes, this class the passages paint this picture of how everything we learned about Columbus was not true and that they told us nothing but the positives of Columbus and how he deserves to be credited for the discovery. While just being in college it has changed by perspective of how to look at Columbus and if we really want to get down to it, he really wasn’t the first to discover the America’s because there were people already living here and him and his country came in and took over what really wasn’t theirs. And I believe that as students we should have been told the whole truth Christopher Columbus. Columbus’s motives were to treat the Indians like savage people and work them like dogs till they were done with one of his projects and then they would have a break then they would work again for forty straight days with no breaks and then repeat that for however long Columbus wanted or until the Indian or Indians...
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...Jozy Martinez Mr. R Art History October 21,2014 Christopher Columbus Throughout history both men and women have brought changes all over this world, whether it was through revolution, discoveries, or simple changes in the way of life. One of these important people is Christopher Columbus. About five hundred years ago, the world was known to be flat, this was until Columbus came along. His main goal was to find a new way to get to Asia, instead he had discovered something even bigger than a new trade route, he discovered a whole new world. Although this might seem as though he was viewed as someone who helped benefit the world (a hero), Christopher Columbus can also be classified as a terrorist due to the way he treated the natives he found on his journey and how he took control of their natural resources. Christopher Columbus, the son of a poor wool merchant, was born in 1451 in Genoa (Italy). Columbus had worked for his father in his early years until he was a teenager. He had gotten a job on a merchant ship that traded their goods at various ports in the Mediterranean Sea. Between his voyages he studied both cartography (mapmaking) and geography. In the 1470’s, Columbus had travelled and live in Portugal. This was the greatest European seafaring center of the age, which meant that it was the center for explorers. During his stay in Portugal he studied mathematics, astronomy and navigation. Together with all his mastered skills he began to...
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...amplifying calls for the removal of statues and monuments that glorify figures with racist legacies. For many, these statues are painful reminders of centuries of systemic racism and injustice. They symbolize a past that continues to haunt marginalized communities and perpetuate inequalities in the present. However, the debate over the removal of statues is about more than just physical objects. It is a reflection of broader societal tensions around history, memory, and identity. Whose stories are told, and whose voices are heard in public spaces? What version of history do we choose to remember and commemorate? These questions lie at the heart of the controversy surrounding statues and monuments. Ultimately, the removal of statues presents an opportunity for introspection and dialogue about the kind of society we want to build. It is a chance to confront uncomfortable truths about our past and to work towards a future that is more inclusive, equitable, and just. By reevaluating which statues and monuments occupy public spaces, we can begin to reshape our collective memory and create a more inclusive narrative of history—one that acknowledges the contributions and struggles of all people, regardless of race, ethnicity, or background. In conclusion, the removal of statues is not a futile gesture, but a symbolic act with profound implications for how we understand and confront the legacies of racism and oppression. It is a call to action to build a more just and equitable society—one...
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...The Maritime Strategy of China in the Asia-Pacific Region Origins, Development and Impact HUANG, AN-HAO Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy August 2009 School of Social and Political Sciences Faculty of Arts The University of Melbourne Produced on archival quality paper ABSTRACT This thesis aims to examine how and why a continental-oriented China has shifted its maritime strategic orientation and naval force structure from its coast toward the far seas in an era of interdependent international system. Generally, China is an ancient continental land power with an incomplete oceanic awareness. With the transformation after the Cold War of China’s grand strategy from landward security to seaward security, maritime security interests have gradually become the most essential part of China’s strategic rationale. Undoubtedly, the quest for sea power and sea rights has become Beijing’s main maritime strategic issue. Given China’s escalating maritime politico-economic-military leverage in the Asia-Pacific region, its desire to become a leading sea power embodying global strategic thinking means that it must expand its maritime strategy by developing its navy and preparing for armed confrontation in terms of international relations realism. Conversely, Beijing’s maritime policy leads at the same time towards globalization, which involves multilateralism and strategic coexistence of a more pragmatic kind. This research...
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...This is a protected document. Please enter your student or faculty username and password. Username: Password: Log In Need assistance logging in? Contact Technical Support. Doc ID: 1009-0001-1993-00001994 Toll Free: 877.428.8447 M-F, 6am MST or Sat-Sun, 7am-12am MST Find us on Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price...
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...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...
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...Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born in Germany), 1830–1902 Valley of the Yosemite, 1864 (detail) Oil on paperboard 30.16 × 48.89 cm (11 7/8 × 19 1/4 in.) Museum of Fine Arts, BostonGift of Martha C. Karolik for the M. and M. Karolik Collection of American Paintings, 1815–1865 47.1236 Buyer: Susan K. Culbertson Media Project Manager: Sridevi Palani Compositor: MPS Limited, a Macmillan Company Typeface: 10.5/12 Times Roman...
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...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...
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...C h a p t e r 1 Prewriting GETTING STARTED (OR SOUP-CAN LABELS CAN BE FASCINATING) For many writers, getting started is the hardest part. You may have noticed that when it is time to begin a writing assignment, you suddenly develop an enormous desire to straighten your books, water your plants, or sharpen your pencils for the fifth time. If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader,...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Organization The overarching logic of the book is intuitive—organized around answers to the what, where, why, and how of international business. WHAT? Section one introduces what is international business and who has an interest in it. Students will sift through the globalization debate and understanding the impact of ethics on global businesses. Additionally, students will explore the evolution of international trade from past to present, with a focus on how firms and professionals can better understand today’s complex global business arena by understanding the impact of political and legal factors. The section concludes with a chapter on understanding how cultures are defined and the impact on business interactions and practices with tangible tips for negotiating across cultures. WHERE? Section two develops student knowledge about key facets of the global business environment and the key elements of trade and cooperation between nations and global organizations. Today, with increasing numbers of companies of all sizes operating internationally, no business or country can remain an island. Rather, the interconnections between countries, businesses, and institutions are inextricable. Even how we define the world is changing. No longer classified into simple and neat...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...THE FIRST FILIPINO Republie of the Philippines Department of Education & Culture NATIONAL HISTORICAL COMMISSION Manila FERDINAND E. MARCOS President Republic of the Philippines JUAN L. MANUEL Secretary of Education & Culture ESTEBAN A. DE OCAMPO Chairman DOMINGO ABELLA Member HORACIO DE LA COSTA, S. J. Member GODOFREDO L. ALCASID Ex-Oficio Member TEODORO A. AGONCILLO Member EMILIO AGUILAR CRUZ Member SERAFIN D. QUIASON Ex-Oficio Member FLORDELIZA K. MILITANTE Exccutive Director RAMON G. CONCEPCION Chief, Administrative Division BELEN V. FORTU Chief, Budget & Fiscal Division JOSE C. DAYRIT Chief, Research & Publications Division AVELINA M. CASTAÑEDA Chief, Special & Commemorative Events Division ROSAURO G. UNTIVERO Historical Researcher & Editor EULOGIO M. LEAÑO Chief Historical Writer-Translator & Publications Officer GENEROSO M. ILANO Auditor JOSE RIZAL (1861-1896) THE FIRST FILIPINO A Biography of José Rizal by LEÓN Ma. GUERRERO with an introduction by CARLOS QUI R INO ( Awarded First Prize in the Rizal Biography Contest held under the auspices of the José Rizal National Centennial Commission in 1961) NATIONAL HISTORICAL COMMISSION Manila 1974 First Printing 1963 Second Printing 1965 Third Printing 1969 Fourth Printing 1971 Fifth Printing 1974 This Book is dedicated by the Author to the other Filipinos Speak of me as I am; nothing extenuate, Nor set down aught in malice, Shakespeare: °the/Lo. Paint my picture truly like me, and not flatter me at all ; but...
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